Posts Tagged ‘Parenting’

101 Ways to Misdiagnose ADHD

March 20, 2012

I am not sure if ADHD exists or not. Since I am not a doctor or medical professional, I will decide to err on the side of caution and give ADHD the benefit of the doubt. But whether or not it exists doesn’t seem to be the pressing issue. The issue seems more to do with the poor children misdiagnosed with ADHD in what seems to be a completely haphazard fashion:

A STUDY of almost a million Canadian children has found those born in December, the last month of the school year intake, are more likely to be diagnosed with ADHD and medicated for it than those born in January.

Relative immaturity may result in the inappropriate diagnosis of ADHD, the University of British Columbia researchers suggest.

They raise “concerns about the potential harms of overdiagnosis and overprescribing” for the condition. Children given medication for ADHD may suffer adverse effects on sleep, appetite and growth and face increased risk of cardiovascular events, the paper says.

Inappropriate diagnosis may lead teachers and parents to treat the child differently and change self-perceptions.

The study in this month’s Canadian Medical Association Journal, found boys born in December were 30 per cent more likely to receive a diagnosis of ADHD than boys born in January and 41 per cent more likely to be given medication for ADHD.

The medical fraternity has let themselves down with ADHD. It seems from this untrained eye that too many kids are being diagnosed with this condition and therefore, too many kids are needlessly medicated. What this does is bunch real sufferers of ADHD with kids who have come down with a bout of, for example, immaturity.

If Teachers Were Paid More I Wouldn’t Have Become One

March 20, 2012

Another year, another impending strike. I know I am a lone voice on this  one, but I find the notion of teachers striking very distasteful and selfish. The job of a teacher is to support and nurture their students. When a teacher decides not to front up to work, they are robbing children of a day of school.

I have never met a teacher that went into the caper for the money. It is a well-known fact that teachers don’t get paid vast sums of money. Partly, this is due to tradition and partly it is due to the fact that Governments simply cannot afford to offer large pay increases across the board.

Am I suggesting that teachers should not be paid more? Absolutely not. I think I work hard enough to justify an increase of salary (currently 3% less than a public school teacher). There is enough wasted money spent on education, I think it would be quite appropriate for some of that misspent money to be allocated to teachers.

What I don’t agree with is the argument that teachers should be given a marked increase. If that was to happen before I started my teacher training, I never would have become a teacher. A large wage increase would have led to a greater popularity in teacher enrolments. The flow on from this would have been that to get into a teaching course, the tertiary rank (based on Year 12 results) would have been much harder. I simply would not have had the grades to get a place.

Some would see that as a positive. Teachers should, according to many, posses outstanding academic credentials. After all, the smarter the teacher, the better the teacher, right?

Not necessarily. I was a late bloomer. I struggled throughout school. My teachers found me very frustrating. No matter how much I applied myself, simply passing was a huge challenge for me. And yet, it is this struggle that has made me become a decent teacher. It has provided me with patience and it allows me to understand the struggles of students with learning difficulties and confidence issues. I try to be the very teacher I felt I needed, but never had.

Whilst I believe that teachers do a wonderful job and they deserve to be paid accordingly, I would like to reach that point without strikes and without Education Unions (they shouldn’t be allowed to be called the Education Union – they aren’t representing what is best for education). I would like potential teachers to join this wonderful profession more for the passion and dedication they have for the job than the money.

I expect that I will be critcised roundly for my stance. I look forward to reading your take on this.

Absent-Minded Kids Are Smarter: Study

March 18, 2012

For an absent-minded teacher like myself, this is very encouraging news. To think that we could be smarter, regardless of whether we know what day it is or recall what our passwords are, is surprising to say the least:

Is your child absent-minded? You should feel happy, for a new study says that it may well be a sign that the kid is intelligent. Researchers have found that children who have wandering minds actually have sharper brains — in fact, those who are constantly distracted are able to hold far more information than their diligent peers.

The study has shown that those who appear to be constantly distracted have more “working memory”, giving them the ability to do two things at the same time, the Daily Mail reported.

Those who appear to be constantly distracted have more “working memory”.

Participants in the study had to either press a button in response to the appearance of a certain letter on a screen, or tap in time with their breath. The researchers checked periodically to ask if their minds were wandering.

At the end, they measured the participants’ working memory capacity, giving them a score for their ability to remember a series of letters interspersed with easy maths questions.

Daniel Levinson of University of Wisconsin-Madison, who led the study, said those with higher working memory capacity reported “more mind wandering during these simple tasks” even though their performance was not compromised.

The results are the first to show the association with mind wandering and intelligence. It is thought the extra mental workspace is used, for instance, when adding up two spoken numbers without being able to write them down. Its capacity has been associated with general measures of intelligence, such as reading comprehension and IQ score.

I could sit here and show-off about these findings but I’m too busy trying to find my darn car keys …. again!

The Worrying Trend With Children and Alcohol

March 18, 2012

It really bothers me when there is a real problem facing our children and instead of tackling it head-on we get distracted by minor factors. A disturbing number of kids are turning to alcohol and instead of getting to the crux of the issue, experts are worried about alcohol advertising::

ALCOHOL is fast becoming the No. 1 threat facing Australian children and there is no adequate system in place to stop them being exposed to alcohol advertising, Australia’s foremost child health expert, Fiona Stanley, says.

The former Australian of the Year will chair a new alternative alcohol advertising review body, which health experts say is needed because the industry-based code is failing to protect children.

The Alcohol Advertising Review Board will assess complaints from members of the public about alcohol advertising, and will look at areas not covered by the current code, such as sponsorship or advertisement placement.

My tip: You could ban all advertising of alcohol and it still wouldn’t have a meaningful effect on child consumption. I really respect what Fiona Stanley is doing, I just don’t think much will come of it.

New Website Launched Gives Bullied Children Support

March 16, 2012

I embrace anything that will help victims of bullying to overcome, or at least manage their situation:

The Bullying No Way! site was launched today as part of the national day of action against bullying and violence.

It offers facts about bullying for children and their parents and tips on how to deal with it or who to talk to.

The site will also have a choose-your-own-adventure game for students to learn how to deal with bullying and moderated forums where children can discuss their problems with peers.

West Australian education minister Elizabeth Constable said the website would promote strategies to help different jurisdictions and education authorities develop ways to address bullying.

“School communities are working hard to make school environments safer, more supportive and respectful for all young people and adults – places where everyone is free from bullying, harassment, discrimination and violence,” she said.

“The new Bullying No way! website contains the latest information on bullying and violence and is a useful resource to support school communities in this important venture.”

Dr Constable chairs the council of Australian education ministers, which launched the website.

The council will also launch an iPhone app which will let students access instant information about bullying and what to do about it.

The new website is at www.bullyingnoway.gov.au.

Kids Stop Taking Risks When Constantly Tested

March 15, 2012

One of the key skills a primary teacher tries to institute in their class is the freedom of answering a problem without any trepidation. I tell my students that a wrong answer is not a negative. It is rather an opportunity to learn something new, and there is nothing more satisfying than being able to do something that one previously had trouble with.

Such a reasoning can only be effectively conveyed within a certain learning environment. A calm, friendly, supportive environment inspires children to try their best regardless of whether they are certain they have the correct answer. An intimidating and judgemental environment causes students to feel reluctant to take risks.

Standarised testing is an environment changer, and a study confirms that such ordeals make children less likely to develop the skill of risk taking:

Kids perform better in school if they know failure, and trying again, is part of the learning process, according to a new study published by the American Psychological Association.

“Experiencing difficulty when we work on a demanding problem may raise the possibility that we are not that smart after all,” said Jean-Claude Croizet, co-author of the study. “Difficulty makes us nervous because it is often associated with lower ability.”

One experiment included 111 French schoolchildren ages 11 and 12. They were given a difficult anagram problem that was too difficult for any of them to solve. Afterwards, researchers told half the kids that failure is common and to be expected when learning. The other group were simply asked how they tried to solve the problem by the researchers. The group that received the pep talk scored better on further tests than the group of kids who did not receive the talk.

“Fear of failing can hijack the working memory resources, a core component of intellectual ability,” the researchers said. “Fear of failing not only hampers performance, it can also lead students to avoid difficulty and therefore the opportunities to develop new skills. Because difficulty is inherent to most academic tasks, our goal was to create a safer performance environment where experiencing difficulty would not be associated with lower ability.”

While the researchers noted the students’ improvement on tests was likely temporary, working memory may get a boost from a simple dose of self-confidence. The researchers said teachers and parents should provide positive reinforcement and point out kids’ progress rather than test scores.

“The cognitive gains obtained in our research may offer promising prospects for application in education because working memory capacity underlies a wide range of complex activities like learning, problem solving and language comprehension,” Autin said.

Teacher Publicly Humiliates Kissing Teens

March 13, 2012

It’s bad enough this teacher made a shocking spur of the moment decision to break up a school corridor kiss between teen students by dousing them with a bucket of water. To then go on Facebook to justify it and call for the support of others is just horrible. Surely the teacher in question has enough sense to see that the punishment did not in any way match the crime. Public humiliation is a very serious offence.

Suspending this teacher was certainly an appropriate course of action:

A US teacher has been suspended after throwing a bucket of water on two students he thought were kissing and hugging in a school corridor.

The unnamed teacher was unapologetic despite being placed on administrative leave by John Overton High School in Nashville while the incident is being investigated, WKRN-TV reported.

The teacher reportedly posted afterwards on Facebook that his actions “seemed to work”.

“Got in trouble at school today,” he wrote.

“Threw a bucket of water on two kids hooking in the hallway of the high school where I plan to send my oldest daughter next year.

“It seemed to work and they stopped. Keep me in your prayers peeps.”

A mother of one of the students told WKRN-TV that there was no excuse for the teacher’s treatment of her 16-year-old son and his 17-year-old girlfriend.

Maggie Tiefenthal said her teenage son, who she claims was only hugging his girlfriend, was “embarrassed and upset” after the incident.

“They are not dogs. That is what you do to dogs and they are not animals,” she said.

Ms Tiefenthal said the principal had seen CCTV footage of the incident, but she had yet to see it.

“The administrator said based on the video, the kids did nothing inappropriate,” she told WKRN-TV.

Ms Tiefenthal said the girl’s parents were also upset by the incident.

She added that the teacher’s Facebook post had only made it worse.

School spokeswoman Olivia Brown said that the school had never had problems with the teacher before and he had a “good standing”.

Kids Need Meaningful Relationships More than Mobile Phones

March 12, 2012

No matter how advanced technology becomes, nothing will stop us from needing human contact and real interaction. You might be able to stockpile Facebook friends, but nothing can replace the loyalty and support offered by a real friend.

Sometimes I feel that we have allowed ourselves to live in glass cubicles, shielded from real people, real conversations and real experiences. The same technology which was devised to bring us closer together has been misused and ultimately, has kept people out.

Teachers have been instructed to keep emotional distance from their students, the local small business operator who cared about his/her community as much as their bank balance, has been replaced by people not interested in the place where they work or the people who frequent their establishment. People are much less likely to say things like, “I just met someone on the train. We got talking and she told me all about her interesting life.” The only talking on trains is via mobile phone.

Is this really a natural way to live? Is this how we want our children to grow up? Are we really surprised to read that children don’t play with other children like they used to?

A new study that found almost 50 per cent of kids don’t play every day has prompted an expert’s warning about a generation of depressed and anxious youngsters.

The study, hailed as the first of its kind in Australia, carried out a total of 1397 interviews, including 344 with children aged between eight to 12.

About 40 per cent of them said they don’t have anyone to play with while 55 per cent say they’d like to spend more time playing with their parents.

Forty-five per cent said they were not playing every day.

The MILO State of Play study, which also interviewed 733 parents and 330 grandparents, found that more than 94 per cent of them believed play was essential for child development.

But it is still rapidly falling off the list of priorities, said child psychologist Paula Barrett.

“The longer we de-prioritise it, the more likely we are to have unhappy and inactive Australian kids which are more likely to be anxious and depressed, resulting in a raft of social problems in adulthood,” she said.

Dr Barrett said unstructured, active play was essential to help children learn important life skills, develop imagination and creativity.

“This finding highlights a concerning yet common misperception that many parents share – they dont think that kids need to play regularly after the age of eight,” she said.

Many will criticise me for drawing a parallel with the state of society and the development of new technologies. Of course technology isn’t solely to blame for a lack of real and personal interactions. But let’s face it, they have made the issue more serious. Just look at the advertisement above. Do we really want life’s pleasures to be about how nifty our touch screens can become?

In 2005 a landmark movie was released entitled, Crash. It depicted New York as a place where people are too insecure and selfish to interact with others. The only way a person can have any dialogue with a stranger is if they, quite literally, crash into each other.

Our children need real friends, not Facebook friends, they need play dates not peer-to-peer gaming sessions and they need the adults in their lives (including teachers) to scrap any notions of emotional distance and become engaged.

Let’s tear down the barriers and bypass the touch screens and actually … talk with each another!

The Difficulties of Parenting a Special Needs Child

March 10, 2012


Teaching a Special Needs child can be a most difficult proposition, but parenting one is infinitely harder.

I read a brilliant piece entitled, “6 Things You Don’t Know About a Special Needs Parent.” It’s honesty provides the reader with great insight into the difficulties of raising a child that suffers from a disability. Maria Lin, the author of this wonderful article, is the parent of a 3-year-old suffering from a disorder of the 18th Chromosome. Up until now she has been tight-lipped about her experiences. I have no doubt that this article will serve to educate people like myself and will provide some comfort to other parents who are in a similar situation.

Below is her list of 6 insights:

1. I am tired. Parenting is already an exhausting endeavor. But parenting a special needs child takes things to another level of fatigue. Even if I’ve gotten a good night’s sleep, or have had some time off, there is a level of emotional and physical tiredness that is always there, that simply comes from the weight of tending to those needs. Hospital and doctors’ visits are not just a few times a year, they may be a few times a month. Therapies may be daily. Paperwork and bills stack up, spare time is spent researching new treatments, positioning him to sit a certain way, advocating for him in the medical and educational system. This is not to mention the emotional toll of raising a special needs child, since the peaks and valleys seem so much more extreme for us. I am always appreciative of any amount of grace or help from friends to make my life easier, no matter how small, from arranging plans around my schedule and location, to watching my son while I am eating.

2. I am jealous. It’s a hard one for me to come out and say, but it’s true. When I see a 1 year-old baby do what my son can’t at 4 years-old (like walk), I feel a pang of jealousy. It hurts when I see my son struggling so hard to learn to do something that comes naturally to a typical kid, like chewing or pointing. It can be hard to hear about the accomplishments of my friend’s kids. Sometimes, I just mourn inside for Jacob, “It’s not fair.” Weirdly enough, I can even feel jealous of other special needs kids who seem to have an easier time than Jacob, or who have certain disorders like Downs, or autism, which are more mainstream and understood by the public, and seem to offer more support and resources than Jacob’s rare condition. It sounds petty, and it doesn’t diminish all my joy and pride in my son’s accomplishments. But often it’s very hard for me to be around typical kids with him. Which leads me to the next point…

3. I feel alone. It’s lonely parenting a special needs child. I can feel like an outsider around moms of typical kids. While I want to be happy for them, I feel terrible hearing them brag about how their 2 year-old has 100 words, or already knows their ABCs (or hey, even poops in the potty). Good for them, but it’s so not what my world looks like (check out Shut Up About Your Perfect Kid). It’s been a sanity saver to connect with other special needs moms, with whom it’s not uncomfortable or shocking to swap stories about medications, feeding tubes, communication devices and therapies. Even within this community, though, there is such variation in how every child is affected. Only I understand Jacob’s unique makeup and challenges. With this honor of caring for him comes the solitude of the role. I often feel really lonely in raising him.

4. I wish you would stop saying, “retarded,” “short bus,” “as long as it’s healthy… “ I know people usually don’t mean to be rude by these comments, and I probably made them myself before Jacob. But now whenever I hear them, I feel a pang of hurt. Please stop saying these things. It’s disrespectful and hurtful to those who love and raise the kids you’re mocking (not to mention the kids themselves). As for the last comment, “as long as it’s healthy,” I hear a lot of pregnant women say this. Don’t get me wrong, I understand and share their wishes for healthy babies in every birth, but it’s become such a thoughtless mantra during pregnancy that it can feel like a wish against what my son is. “And what if it’s not healthy?” I want to ask. (My response: you will be OK. You and your child will still have a great, great life.)

5. I am human. I have been challenged and pushed beyond my limits in raising my son. I’ve grown tremendously as a person, and developed a soft heart and empathy for others in a way I never would have without him. But I’m just like the next mom in some ways. Sometimes I get cranky, my son irritates me, and sometimes I just want to flee to the spa or go shopping (and, um, I often do). I still have dreams and aspirations of my own. I travel, dance, am working on a novel, love good food, talk about dating. I watch Mad Men, and like a good cashmere sweater. Sometimes it’s nice to escape and talk about all these other things. And if it seems that the rest of my life is all I talk about sometimes, it’s because it can be hard to talk about my son. Which leads me to the final point…

6. I want to talk about my son/It’s hard to talk about my son. My son is the most awe-inspiring thing to happen to my life. Some days I want to shout from the top of the Empire State Building how funny and cute he is, or how he accomplished something in school (he was recently voted class president!). Sometimes, when I’m having a rough day, or have been made aware of yet another health or developmental issue, I might not say much. I don’t often share with others, even close friends and family, the depths of what I go through when it comes to Jacob. But it doesn’t mean that I don’t want to learn how to share our life with others. One thing I always appreciate is whenever people ask me a more specific question about my son, like “How did Jacob like the zoo?” or “How’s Jacob’s sign language coming along?” rather than a more generalized “How’s Jacob?” which can make me feel so overwhelmed that I usually just respond, “Good.” Starting with the small things gives me a chance to start sharing. And if I’m not sharing, don’t think that there isn’t a lot going on underneath, or that I don’t want to.

Ten Useful Tips for Improving Classroom Management

March 7, 2012

Every teacher has moments when they struggle to gain the attention, if not respect, of their class.

successintheclassroom.com has provided 10 useful strategies for improved classroom management.

1. Give at least one warning.

They’re kids. Kids aren’t perfect. I call the name of the student who is disrupting the class, and I say, “That’s one.” Most of the time, that’s all the student needs to straighten up.

2. Don’t try and teach over the noise.

A lot of the student teachers I’ve had are guilty of this. I was guilty of this also when I first started teaching. You have a plan that you have to get through. You see a few students actually paying attention to you, so you don’t want to stop, even though you know the kids in the back are doing something other than listening to you. You can’t go on. You have to stop and either wait till you have all their attention or you have to deal with the students who are taking attention from you.

3. Don’t raise your voice. Stay in control.

When you yell at the students, you give up control, and the students win.

4. Don’t humiliate a student, especially in front of his/her friends.

It’s never a good idea to humiliate a student. Sometimes, when you call their name in front of the class for making noise, it becomes an embarrassing moment. Do your best to make it as short a moment as possible. Don’t go into a long lecture on proper behavior in front of the class. First of all, you may lose any hopes for future success with that student, and you might cause that student to become defensive and belligerent. Some students will risk everything to save face in front of their friends.

5. Spend time on your lesson plan.

My toughest days are when my plan is the weakest. A detailed lesson plan will go a long way to reduce your class disruptions. You can’t just “wing it,” and expect the class to run smoothly.

6. Be consistent.

If one day you give a consequence for poor behavior, and tomorrow you don’t, it’s sends a bad message.

7. Have a discipline ladder.

What is the consequence for the first offence? Second? Make sure the kids know what will happen at each level. Also, make it a short ladder. One = warning; Two = detention; Three = referral to the office, etc.

8. Forget yesterday’s poor behavior.

Make every day a new day, especially for those students who really made you mad yesterday.

9. Praise and remember good behavior.

It’s good to remind your students of how great they did yesterday or last week.

10. Don’t be afraid to contact parents.

Many times, the parents can help you reinforce your rules. Notice I didn’t say “All the times?” Some parents won’t do anything.

I hope these tips will make life easier for you in the classroom. If you have other strategies that have worked for you, please feel free to share them with us.